Year 3 module choice booklet final

Year 3 Special Subject (30 credits) HIST 3170 Rome and Jerusalem (Part 1): from Pompey to Nero (Professor Sarah Pearce)Module OverviewThe spread of Roman power in the Middle East, Rome’s civil wars and the fall of the Roman Republic,Roman conquests of Syria and Egypt, and the foundation of the Roman Empire: these are thecontexts for some of the fundamental developments of the first centuries BC/AD, including eventsthat profoundly shaped the future of east and west. This course examines Roman policy and actiontowards Judea and the Palestinian region, from the conquest of Jerusalem under Pompey the Great(63 BC), to Rome’s creation of a client kingdom under Herod the Great -- one of the best attested ofall Romans -- , to the imposition of direct Roman rule in Judea under Roman prefects andprocurators, culminating in the outbreak of the First Judean/Jewish War against Rome in 66 AD. WhyJudea? In Judea, we have the rare opportunity to explore part of the Roman world from theperspective of its subjects, thanks to the survival of a remarkably rich and abundant body ofcontemporary evidence from and about Judea. Most remarkable of all our witnesses is FlaviusJosephus, historian of the times, Judean patriot, rebel commander of Judean revolt against Rome(66-67 AD), prisoner of Rome (67-69 AD), and, finally, advocate for submission to Roman rule.Writing under the patronage of Flavian emperors who built their authority for seizing command ofthe Roman Empire on the basis of their extinction of Judean revolt (66-74 AD), Josephus’s historiesrepresent the viewpoint of the conquered, with a fierce appetite for survival: his own and that of hispeople. His history of Judea and its path to revolt ‘is the kind of text that ancient historians...woulddie for’ (Mary Beard 2002).Indicative list of seminar topics  Rome in the Holy of Holies: Pompey’s conquest of Jerusalem.  Syria between Parthia and Rome.  A king made in Rome: the rule of Herod the Great.  Religion and politics in Judaea (Essenes, Pharisees, priests, Dead Sea Scrolls, messianic movements).  ‘Under Tiberius all was quiet’ (Tacitus, Histories 5.9): Judaea under Pontius Pilate.  On the verge of a nation’s breakdown: Caligula’s war on the Jerusalem Temple.  Agrippa I: last king of Judaea.  Enemies of Rome and Nero’s procurators: the path to revolt in Judaea. 99

Assessment Method % contribution to Final Mark1 x essay (4000 words) 501 x gobbet exercise 50Sample SourceA ‘Judea Capta’ coin of the Emperor Vespasian (69-79 AD): bronze sestertius of 71 ADThe minting of ‘Judea Capta’ coins (71-79 AD) marked the first phase of the new emperorVespasian’s propaganda campaign, celebrating the ‘capture’ of Judea from Judean rebels. In 66, theemperor Nero appointed Vespasian commander of the forces to suppress revolt in Judea; by 68,Nero was dead, and in 69 Vespasian was declared emperor. Of equestrian family, Vespasian (TitusFlavius Vespasianus) was an unlikely candidate for emperor. The victory in Judea served toemphasise his role as defender of the Roman Empire and why he and his sons (Titus and Domitian)should lead it. On its obverse, the coin shows a life-like Vespasian, marked by the effects of age (62in 71 AD when, as the coin states, he was consul for the third time); his Latin titles declare his statusas ‘Emperor’ (‘Imperator’) and ‘Father of the Nation’ (‘Pater Patriae’); his supreme power, asemperor, is symbolised by the laurel wreath. On the reverse, the Latin slogan ‘Judea Capta’ (‘Judea iscaptured’) accompanies images of a date-palm, symbol of Judea and its rich resources, flanked by amale prisoner (?), hands bound, together with an image of Judea in mourning, pictured as a woman;shields, helmet and spears lie on the ground. The message is clear: rebellion is over; the rebels arevanquished and humiliated. In the first decade following the fall of Jerusalem, ‘Judea Capta’ coinswere issued in Rome and throughout the Roman Empire. This bronze sestertius was issued for Rome,where Josephus was writing his seven-volume history of the Judean War under Vespasian’spatronage. The year of issue, 71 AD, a year after the fall of Jerusalem, saw the celebration ofVespasian’s victory with a massive triumph in Rome (described in unparalleled detail by Josephus),and the building of more permanent monuments to his family’s victory over the Judean enemy (theTemple of Peace and the Flavian Amphitheatre/Colosseum); but, as Josephus’s history insists in itsfinal stages, the rebels who held the Dead Sea fortress of Masada would hold out for several moreyears. Judea was not completely ‘captured’. 100

Year 3 Special Subject (30 credits) HIST 3167 Rome and Jerusalem (Part 2): from Nero to Hadrian (Professor Sarah Pearce)Module overviewBuilding on Part 1, this module focuses on the period of Judean revolts against the Roman Empire:from the outbreak of war against Rome (66 AD) to the fall of the rebel-held fortress of Masada(73/74 AD); revolts under Trajan (115-117 AD); the Bar Kokhba Revolt (132-135 AD) and itsdevastating aftermath and legacy. In addition to the histories of Josephus, which take us to the year75 AD, contemporary documents and coins from Judea bear witness to the actions and aspirations ofthose who resisted Roman rule in Judea under the emperors Nero and Vespasian (as well as a verybrief period of three successive emperors between them), and, under Hadrian, in the Bar KokhbaRevolt.Some areas for study can be negotiated with the students of the seminar, responding to theirparticular interests.Indicative list of seminar topics  The ‘luckiest traitor ever’? Flavius Josephus as rebel, patriot, friend of emperors, and historian of revolt.  Judean revolt against Rome under Nero and Vespasian (66-73/4 AD).  Destruction of Jerusalem (70 AD).  Revolts under Trajan (Egypt, Cyrene, Mesopotamia, Judea).  Emperor Hadrian in Judea.  Aelia Capitolina: a Roman colony on the ruins of Jerusalem.  The Bar Kokhba Revolt (132-135 AD).  The extinction of Judea and the creation of ‘Syria Palestine’.  Roman antisemitism.  Reconstruction, survival, legacy. 101

Assessment Method % contribution to Final Mark1 x 4,000 word essay 501 x 3 hour exam 50Sample source‘Very few of them in fact survived. Fifty of their most important outposts and nine hundred andeighty-five of their most famous villages were razed to the ground. Five hundred and eightythousand men were slain in the various raids and battles, and the number of those that perished byfamine, disease and fire was past finding out…Many Romans, moreover, perished in this war.Therefore Hadrian in writing to the senate did not employ the opening phrase commonly affected bythe emperors, “If you and your children are in health, it is well; I and the legions are in health”’.(Cassius Dio, Roman History 69.14.1-3).The Roman History of Cassius Dio (c. 164-after 229 AD), preserved in the later epitome of the monkXiphilinus, provides the main ancient account of the Bar Kokhba revolt under Hadrian (132-134 AD).In his conclusion, Dio emphasises the exceptional loss of life suffered by both sides, testimony to thefierce determination of both rebels and Emperor. Massive Roman force was brought to bear in thisuprising, with devastating consequences. Why did Hadrian invest so heavily in the suppression ofrevolt in a relatively small part of the edge of empire? Why in Judea did such a busy emperor pursuethe total annihilation of the enemy and its people? Excavations of Judean villages suggest that notone survived the total destruction of the period. So great was the number of the Jews of Judea whowere sold as slaves that the famous slave market at Hebron could not sell Jewish slaves for morethan the price of a horse or could not find local buyers at all, many Jewish prisoners of war dying enroute to slave markets abroad. 102

Year 3 Alternative Histories (30 credits) HIST3116 – Between Private Memory and Public HistoryModule overviewDo you see your own possessions as historical objects? This module invites you to do just that as away of illuminating the resonance and immediacy to our lives of concepts such as memory work,commemoration and heritage. We live in a world in which the meaning of the past is constantlybeing re-shaped by social forces and cultural phenomena outside academia - in museums,anniversary parades, in the media. This module asks you to think about the relations betweenindividual memories and the formation of such publicly shared stories about the past. The seminarsillustrate these themes through a series of tangible case studies. The module assessment involvesbuilding a portfolio of original work around a personally chosen ‘memory object' as a way ofdemonstrating your understanding of this intersection between private memory and public history.Indicative List of Seminar Topics  Introduction to memory objects  Heritage versus history  Memory work, history and place  The ethics of history  Memory and commemorationAfter these plenary seminars, the rest of the module takes the form of small-group workshops onthe students’ chosen memory objects, as a way of preparing for the reflexive essay and feasibilitystudy. 103

Assessment Assessment Method % Contribution to Final MarkPortfolio of work (2,000-word reflexive essay and 2,000 word 50feasibility study)1 x 2-hour exam 50Sample Source Knitted nativity scene created by one of our student’s great-grandmothers, 1989‘Having lived in about twenty houses by age twenty-two, I have discarded many of my belongings asjust “stuff”, “junk” as Martin Rowson called it, or else they have been simply lost in transit. Inaddition, I have never been a hoarder, seeing emotional attachments to objects as “materialism”rather than the evocative “centrepieces of emotional life” which Sherry Turkle encourages us to seethem as. ... As a nativity scene, a Christian symbol at “the heart of Christmas”, this was a learningtool for me, although not a strictly “historical” one verified by documents but as an oral testimony,passed down the generations.’ Emily Hooke, 2013 104

Year 3 Alternative Histories (30 credits) HIST3132 – Conflict, Transformation and Resurgence in AsiaModule OverviewThe unit focuses on key countries in South and East Asia, namely, India and China, from the period ofnineteenth-century imperial domination until the contemporary era of globalization. It focuses onthe themes of imperialism, nationalism, decolonization, war, revolution and migration. It addressesthese subjects within a broad comparative analysis and also sets them in the context ofhistoriographical debates. The course will study differing Asian approaches to western intrusion inthe mid to late nineteenth century followed by an assessment of the construction of modernnational, communal and ethnic sources of identity. The mid-twentieth-century era of war, revolutionand independence in Asia will form the next section of the module. The final part of the unitexamines the themes of nation building, revolution and economic resurgence from the 1950s untilthe close of the twentieth century. By the end of the unit, students should have a good awarenessof the historical roots and routes of South and East Asia’s current economic resurgence, along withsome of the dilemmas surrounding the economic and political sustainability of contemporary rapidrates of development. 105

Indicative List of Seminar Topics  The impacts of political and economic imperialism in China and India from the nineteenth century to the earliest decades of the twentieth century  The importance of contact with the West  The importance of emerging concepts of nationalism and national identity  Revolutions in the mid twentieth century: political, economic and social  The economic implications of globalization in the mid to late twentieth century, and how the impact of this has endured into the present dayAssessment % Contribution to Final Mark 60 Assessment Method 201 x essay (4,000 words) 20Group presentationSource commentaries (1000 words)Sample Source'This struggle is one of conflicting ideologies, and it reflects the class struggle in society. For a partymember, the result of this struggle should be that the proletarian ideology overcomes and ultimatelyeliminates all other ideologies, that the Communist world outlook and that ideas based on thegeneral interests and aims of the Party, of the revolution, and of the emancipation of the proletariatand all mankind overcome and ultimately eliminate all individualism'. How to be a good communist by Liu Shao-chi, 1939This extract, published in 1964, reveals much about the impact of communism in China. Theinterpretation of Marxism – which had of course originated in Western Europe – by a leadingmember of the Chinese Communist Party reveal much about the reception of these ideas withinpolitics, and also described are the plans for Chinese society. Figures like Liu sought to take Marxismand apply it to the Chinese context, based on a desire to, as he wrote, eliminate individualism in thename of the Party and establish a society in which all would be equal. The calamitous impacts ofsuch views – widespread social unrest, famine and genocide – will be a central focus of the elementsof the module that deal with Chinese history. 106

Year 3 Alternative Histories (30 credits) HIST3148 – Cultures of MigrationJohn Gast, American Progress, 1872.Module OverviewIn a wide geographical, chronological and disciplinary comparative framework this module exploresthe diverse nature of migration and cultural change. More specifically, the module analyses howmigrant communities have reconstituted their identities and the linguistic and cultural forms ofexpression in light of their origins and their new environments.Indicative List of Seminar Topics  Discussion of the importance of ‘cultural inheritance' and of ‘cultural adaptation'  Exploring theoretical concepts like ‘otherness', ‘hybridity', ‘creolisation' and ‘tradition'  Broader themes of global history and transnational historyAssessment % Contribution to Final Mark 50 Assessment Method1 x essay (4,000 words) 107

1 x 2-hour exam 50Sample Source‘When I was a child I moved to Dubai with my family. I went to American schools, and I got thelanguage and the education. I never caused any problems and my family didn't cause any problemsfor anyone, but due to the civil war in Syria we had to go through many problems for being Syrian.My dad worked at an American company and he was going through many problems because of hisnationality and he just thought: “enough.” He didn't want us to go through what he was living at themoment; he just wanted the best for us.’‘More than a year ago… we moved to Germany. I was very depressed for the first six months. Eventhough I had a few family members around me, I felt alone and that I didn't want to be here. Ithought that I had never harmed anyone in Dubai and wondered why they asked me to leave. I waslooking around me and listening to all the stories about what was happening in Syria. Not being ableto go back there, or to Dubai, it just felt like I was alone in this world.’ Leen Hadidi, 18 October 2015: http://theuprooting.eu/leen.htmlThis module is about the movement of people: a key factor in the making of the modern world andthe formation of identities, and also one of the most pressing issues of our times. People migrate formany reasons. Migrants may move of their own free will; others may be forced away from theirhomes by adverse circumstances; others still, like slaves, may have no control at all over theirmigrations. Some migrate with no thought of ever returning, but many long for an eventual return totheir ‘homeland’ after a period in ‘exile’, living elsewhere.On this module, you will explore several different experiences of migration, looking at why peoplehave migrated, how they have experienced the process of moving and how they have responded tolife in a new world. In particular, we will examine cultures of migration: how people’s cultures persistand change during the migration process, and how migrations have been represented andremembered both by those who experienced them and by subsequent generations. We will movebetween individual and collective migration experiences which - like Leen Hadidi’s – often involvehardship and alienation and the subsequent representation of those experiences. 108

Year 3 Alternative Histories (30 credits) HIST3187 – The Bible and HistoryModule OverviewWhat is the Bible and how important has it been throughout history? ‘The Bible and History'explores the role, significance and impact of the Bible in different historical contexts over time. Thismodule begins by introducing you to the Bible itself and then explores how it has been understoodand used to support different arguments or positions at key, often controversial, moments in history.We examine a selection of case studies from the ancient, medieval, early modern and modern worldfrom the ‘clash’ between cultures in the Roman world to slavery and emancipation in nineteenthcentury America. The module introduces you to the use and reception of the Bible in differenthistorical contexts, and invites you to assess and debate the relevance of the Bible throughouthistory and for today's society.Indicative List of Seminar TopicsThe module begins with introductory sessions on concepts and approaches, followed by specific casestudies (which may vary from year to year). Typical examples include: Sovereignty and imperialism Kingship Marriage and adultery Civil War 109

 Darwinism % Contribution to Final Mark Slavery Women’s rights 50 50Assessment Assessment Method1 x essay (4,000 words)1 x 2-hour examSample source‘The first appearance of slavery in the Bible is the wonderful prediction of the patriarch Noah:“Cursed be Canaan, a servant of servants shall he be to his brethren. Blessed be the Lord God ofShem, and Canaan shall be his servant. God shall enlarge Japheth, and he shall dwell in the tents ofShem, and Canaan shall be his servant.” (Gen. 9:25) […] The Almighty, foreseeing this totaldegradation of the race, ordained them to servitude or slavery under the descendants of Shem andJapheth, doubtless because he judged it to be their fittest condition. And all history proves howaccurately the prediction has been accomplished even to the present day.’ John Henry Hopkins, Scriptural, Ecclesiastical and Historical View of Slavery (1864), 7The Bible has been used throughout history to support different perspectives and claims. John HenryHopkins was the bishop of Vermont in nineteenth century America, and he wrote this pamphletduring the course of the American Civil War to support the continuation of slavery. Hopkins did notalways agree that the actions of slave owners were appropriate, but he would not argue against thevalidity of the institution of slavery as it was endorsed by divinely inspired Scripture. This sourcehighlights the importance of the Bible in debates about slavery in the nineteenth century, and thedivisive nature of opposing interpretations of the Bible for American society. 110

Year 3 Alternative Histories (30 credits) HIST3220 – Homes and Houses: Challenging the Domestic Mottisfont Abbey, near. Romsey, HampshireModule OverviewOne of the earliest human instincts has been to find or construct shelter and a place to live.However, such dwellings are more than functional: they help shape family relationships, economicactivities, and act as monuments to power. For the historian, they provide an insight into the dailylives of peoples in the past, embody social organisation and wider ideologies. In this module, you willhave the opportunity to examine a range of buildings from Hampshire covering the Roman,Medieval and Early Modern periods. As this will in part be through fieldtrips, the content will varydependent on which buildings we are able to arrange access to.Indicative List of Seminar Topics  Introduction: definitions of building and architecture  Roman villas  Visit to Rockbourne Roman villa  Theories of architecture: the significance of style and decoration  Theories of architecture: the use of space  Medieval architecture  Visit to Tudor House and Garden, Southampton  Theories of architecture: buildings and power  Theories of architecture: houses and households  18th century architecture and the reinvention of classicism  Field trip to Mottisfont Abbey 111

The module also incorporates three field trips as an essential part of the learning experience, thecost of which is covered by the department. These may include:  Field trip to Rockbourne Roman villa  Field trip to Southampton  Field trip to Mottisfont AbbeyAssessment % Contribution to Final Mark Assessment Method 40 601 x essay (2,000 words)1 x individual research project (3,000 words)Sample Source‘The general esteem that travellers have for things foreign, is in nothing more conspicuous than withregard to building … It is owing to this mistake in education that so many of the British quality haveso mean an opinion of what is performed in our own country; though perhaps in most we equal, andin some things we surpass our neighbours’ Colen Campbell, Vitruvius Britannicus (1717), vol. I, introduction.In 1740 Sir Richard Mill, then owner of Mottisfont Abbey, demolished most of the Tudor buildingswhich made up the property and incorporated the rest into a new three storey home (above). SirRichard was one of many eighteenth-century country house owners who undertook to give theirhomes a face-lift – inside and out. Colen Campbell’s Vitruvius Britannicus, first published in 1717,acted as a guide for these gentlemen architects. As a publication it was unprecedented: acompendium of English country houses which were considered as ‘architecture’ and from whichbudding designers could gather inspiration for their own projects. Campbell’s masterstroke was inplacing English buildings on a sure footing against continental rivals: the English can build and theirhomes are worthy of record. The typical ‘Georgian’ – named for successive British monarchs from1714 to 1830 – design of Mottisfont draws its inspiration from the overt symmetry of countryhouses such as Coleshill in Essex and Castle Howard in North Yorkshire. The formality and regularityof the exterior was repeated internally: a challenge to the domestic through the delineation of socialspheres – male/female, homeowner/servant – demarcated through labelled rooms and back stairsleading to basement kitchens and servants’ quarters under the eaves. 112

Year 3 Alternative Histories (30 credits) HIST3224 – Fascism and the Far-RightModule OverviewThis module will examine the origins, development and impact of a variety of fascist and far rightgroups from European and world history. The module takes a comparative angle, contrasting casesfrom Germany, Russia, Italy, France, the USA and central Europe, depending on staff availability. Themodule will start with an assessment of the organized right active in Europe during the latenineteenth century, and their reliance on theories of social Darwinism and irredentist ideas, anddevelopment of an ethno-populist politics for the age of mass society. It will then cross into thetwentieth century and consider connections between these existing forms of radical, populistnationalism and the subsequent appearance and development of fascism.Sessions then explore the development of far right politics after World War Two, including the riseof the alt-right in America and re-emergence of contemporary far right groups in Europe. Themodule will conclude with an assessment of why populist nationalist politics continue to be sopronounced in the contemporary era, and what forms the radical right takes in Britain and the worldnow. In so doing it will develop the comparative perspective crucial to successful alternativehistories modules: why did fascism and far right take off more in some countries than in others? 113

Indicative List of Seminar Themes % Contribution to Final Mark 20  Defining fascism 40  Aesthetics and style 40  Women, gender, masculinity and the family  Are Fascism and the far right a politics of emotions?  Reactions to democracy and mass politicsAssessment Assessment Method1 x commentary exercise (1,000 words)1 x essay (3000 words)1 x exam (2-hour)Sample SourceComrades, fascism in power was correctly described by the Thirteenth Plenum of the ExecutiveCommittee of the Communist International as the open terrorist dictatorship of the most reactionary,most chauvinistic and most imperialist elements of finance capital.The most reactionary variety of fascism is the German type of fascism. It has the effrontery to callitself National Socialism, though it has nothing in common with socialism. German fascism is not onlybourgeois nationalism, it is fiendish chauvinism. It is a government system of political gangsterism, asystem of provocation and torture practised upon the working class and the revolutionary elementsof the peasantry, the petty bourgeoisie and the intelligentsia. It is medieval barbarity and bestiality,it is unbridled aggression in relation to other nations. Georgi Dimitrov, report to the 7th World Congress of the Communist International, 2 August 1935It would be a mistake to dismiss the source as mere propaganda, even though it speaks to thedoctrinaire efforts of the international communist movement based in Moscow to define ‘fascism’,and thereby to control how communists around the world responded to it. It conveys the genuinestruggle in the 1930s —not only among Marxists—to make sense of this trans-European politicalphenomenon, to understand it in relation to familiar political forms (including ‘Bonapartism’ and‘Caesarism’) as well as recognising what was genuinely novel in its fusion of authoritarianism andpopulism. The complexities of ‘fascism’ have foxed commentators across the continent and beyondever since.114

Year 3 Alternative Histories (30 credits) HIST3230 – The Ethics of WarModule overviewWars have been fought throughout the history of humanity. Ethical concerns that they raised, or, inother words, the rights and wrongs of waging war, have been discussed from time immemorial. Warhas often been seen as an evil, a necessary evil, to be avoided when possible. On the other hand,there have always been circumstances in which the resort to war and violence was accepted orjustified, and even, in particular instances, praised or celebrated. The ‘if’ and ‘why’ a war can befought are at the heart of the ethics of war and the so-called ‘just war theory’. However, thelegitimacy of a war is not the only concern according to modern International Humanitarian Laws(IHL), according to which a just war has to be fought in a just way. The IHL rules over the conduct ofwar, defining the rights and status of both combatants and non-combatants alike.Historians often see a fundamental rupture between pre- and post- Geneva Conventions, rebuffingthe legacy of the past. Yet the past may help to understand why the Conventions are not alwayssuccessfully upheld in the modern world. This module will take a wide historical perspective on theethics of war, looking at ancient, medieval and modern interpretations of why and how wars shouldbe fought. By no means, however, will our reflection remain purely theoretical. In order tounderstand the context and evolution of the establishment of the norms or rules of war (and thesocieties that make them), it is fundamentally necessary to observe their historical applications: whyand how wars were fought is at least as important as why and how wars should be fought. 115

Indicative List of Seminar Topics What are the ethics of war? The concept of just war in the Roman world The concept of just war in the Hundred Years War The status of men-at-arms and prisoners of war in the Hundred Years War America’s War on Terror as a just war The status of violent, non-state actors in America’s War on TerrorAssessment Assessment Method % Contribution to Final Mark1 x essay (4,000 words) 501 x 2-hour exam 50Sample source‘Then, too, in the case of a state in its external relations, the rights of war must be strictly observed.For since there are two ways of settling a dispute: first by discussion; second, by physical force; andsince the former is characteristic of man, the latter of the brute, we must resort to force only in casewe may not avail ourselves of discussion. The only excuse, therefore, for going to war is that we maylive in peace unharmed; and when the victory is won, we should spare those who have not beenblood-thirsty and barbarous in their warfare.’ Cicero, De Officiis, Book I.11Questions of ethics in warfare are ancient and have endured until today’s world. Cicero was aRoman philosopher who wrote a number of treatises and speeches in the first century BCE duringthe civil wars that would eventually mark the end of the Roman Republic. Cicero was concerned withmoral behaviour and famously wrote about conduct in warfare. In this extract, we can see thebeginning of a discussion about when it is appropriate to go to war, a question which has continuedto be of fundamental importance to humanity. Cicero argues that war is only appropriate whendiscussion has failed or is not possible, and that the purpose of war should be to ensure peace. Thissource highlights the importance of the ethics of war even within the ancient world, and it issignificant for thinking about the development and legacy of concepts of just war throughout history. 116

Year 3 Alternative Histories (30 credits) HIST3229 – Sweet Charity?Module overviewThe imperative to alleviate the burdens of the old, the young, the hungry and the sick is central toour conception of shared humanity. Both giving and receiving charity is a profoundly human act. Butthe history of charity is complicated. Some charities were founded to promote causes that we nowthink of as immoral or misguided. In the past, charities undertook work that we now think of as theresponsibility of the state – or the individual. Charitable giving has gradually shifted from a localactivity that took place within communities, to a global machine – the multi-million pound enterpriseof humanitarianism – which is most often aimed at recipients in other countries.Charitable giving has always been controversial. In this module, we will think about some of thesecontroversies through a historical and international lens, taking a comparative approach to explore abroad range of charities, societies and historical periods. We will think about charity,humanitarianism and philanthropy, how these concepts differ, and how they have developed overtime. We will explore charity as a type of political activism, as a religious act, and as a strategicweapon, and think about how this has changed over a wide time period and between differentregions and cultures. We will compare different recipients of charitable aid, what it means to receivecharity, and how this has changed over time. We will also compare different ideas about what itmeans to be a donor of aid, and how different people, groups and organisations have promoted andorganised charitable giving. 117

Sample list of seminar topics  Philanthropy, charity and humanitarianism: An Introduction  The Deserving and the Undeserving Poor  The Politics of Giving  Charity and Activism  Gender and CharityAssessment Assessment Method % Contribution to Final Mark1 x essay (4,000 words) 501 x 2-hour exam 50Sample source Photographs of a child supported by Dr Barnardo’s charity, c. 1870s.In 1867 Thomas Barnardo set up a ragged school in the East End of London where poor childrencould get a basic education; this was to be the foundation of the children’s charity, Barnardo’s.Beginning in the 1870s, Dr. Barnardo sold packets of photographs of children, such as the one above,as a form of charity fundraising. Historians have argued that these photographs purported toillustrate the ways in which the loving regimes at the Barnardo Homes transformed children fromdangerous and costly threats to society into productive, self-supporting workers. However, there isevidence that in several cases the images had been taken on the day the child was admitted into aBarnardo’s home. The photographs therefore raise critical questions about historical understandingsand representations of social problems, ideas of benevolence and the aims of charitable intervention,the relationship between charities and surveillance and practices of charity advertising. 118

Year 3 Semester 1 (30 credits) ENGL3083 – Inventing America (Dr Stephen Bending & Professor Stephen Bygrave) Thomas Jefferson’s MonticelloModule OverviewFocusing on the period from shortly before the American Revolution to the early years of thenineteenth century, this module will introduce students to debates about, and the experience of, theUnited States of America. It aims to combine conventional ‘literary’ texts, including poetry andfiction, with the wide range of American writing in the early Republic, from letters and diaries, totravel writing, scientific and philosophical treatises, and political rhetoric, but also with visual imagesincluding portraiture, landscape and historical painting, cartoons, political satire, and garden design.The module will draw on works by major political and philosophical figures such as BenjaminFranklin, Thomas Jefferson, John Adams and Thomas Paine; on poetry by the African-AmericanPhillis Wheatley and by the frontier poet Ann Bleeker; on works of travel and exploration (includingde Crevecour and Lewis and Clarke); on the novels of Charles Brockden Brown, and the letters ofAbigail Adams; on women’s religious and domestic diaries; and on topographical and portraitpaintings by the likes of William Birch, Benjamin West, and Charles Willson Peale. 119

Indicative List of Seminar Topics  The Declaration of Independence (‘finished’ and annotated versions)  Benjamin Franklin, Autobiography (1706-1790)  The Interesting Narrative of the Life of Olaudah Equiano, the African, Written by Himself (1789)  Ann Bleecker’s frontier poetry (1793)  Women’s Lives (letters and diaries)  Phyllis Wheatley and the poetry of the enslavedAssessment % Contribution to Final Mark Assessment Method 65 351 x essay (3,000-words)1 x exam (2-hour)Sample Sources British and American Portraiture before the RevolutionThese portraits by American Artists, Benjamin West’s Colonel Guy Johnson and Karonghyontye(1776), and Charles Willson Peale’s John Beale Bordley (1770) offer us two quite different visions ofAmerica. West depicts Colonel Johnson, British superintendent of northeastern America's six Indiannations in a portrait that speaks of empire to Britons at home. Peale’s account of empire is different:Bordley, a Maryland plantation owner and judge, stands beside a statue of British Liberty holding thescales of justice—and intimating that America should share in Britain’s legal rights. Both imageswere produced in the years immediately before the Revolution, and both speak of what Americamight be. Aided by such sources, this module studies writing and visual representation in the earlyyears of the republic of the United States. 120

Year 3 Semester 1 (30 credits) ENGL3056 – Victorian Bestsellers (Professor Mary Hammond) A late Victorian bestseller: the Illustrated Police News, Law Courts and Weekly Record (London), 27 October 1888. Image © THE BRITISH LIBRARY BOARD. ALL RIGHTS RESERVED.Module OverviewThis module explores the nineteenth-century roots of the ‘bestseller’ by examining a range of Britishpopular novels and cultural phenomena between the 1830s and the 1890s through the historicallenses of industrialisation, capitalism, and globalisation. The module aims to help you challenge boththe terms in its title by introducing you to key aspects of so-called ‘Victorian’ culture outside theliterary canon, the borders of the UK, and the nineteenth century; and to ways of thinking criticallyabout the politics of consumer culture, technical innovation, nationalism, and periodisation. It willalso provide you with an opportunity to explore research websites and digitised primary materialsfrom the nineteenth century through an IT skills workshop. In this way, the module will encourageyou to work independently by carrying out your own original research project, and it will broadenyour knowledge of nineteenth-century history and cultural politics, and help prepare you for yourdissertation. 121

Indicative list of lecture and seminar topics  Launching an international best-selling career: Charles Dickens, The Pickwick Papers (1836-7)  Advertising the ideology of a nation: The Great Exhibition (1851)  Popularising science: Charles Darwin, On the Origin of Species (1859)  Selling sensation: Mary Elizabeth Braddon, Lady Audley’s Secret (1862)  Niche marketing for children, and training for imperial rule: Thomas Hughes, Tom Brown’s Schooldays (1857)/ Charles Kingsley, The Water-Babies, A Fairy Tale for a Land Baby (1863)  Best-selling murders: the ‘murder at Road-Hill House’ (1865)  Media barons and the rise of the tabloid press (1880s-1890s)  Colonial anxiety and the supernatural: H. Rider Haggard, She (1886-7)  Ice-cream, hypnosis, and hats in a transatlantic consumer world: George Du Maurier, Trilby (1894)Assessment % Contribution to Final Mark Assessment Method 50 501 x essay/research report (3,000 words)1 x 2000-words timed assignment (over 48 hours)Sample source(From H. Rider Haggard, She, Ch. 26: ‘What We Saw’).‘I faint even as I write it in the living presence of that terrible recollection – she was shriveling up; thegolden snake that had encircled her gracious form slipped over her hips and to the ground; smallerand smaller she grew; her skin changed color, and in place of the perfect whiteness of its luster itturned dirty brown and yellow, like an old piece of withered parchment. She felt at her head: thedelicate hand was nothing but a claw now, a human talon like that of a badly preserved Egyptianmummy, and then she seemed to realize what kind of change was passing over her, and sheshrieked- ah, she shrieked!- she rolled upon the floor and shrieked! Smaller she grew, and smaller yet,till she was no larger than a baboon.’Henry Rider Haggard’s weird supernatural tale recounts the adventures of two upper-classEnglishmen in a remote corner of Africa ruled by an immortal white woman called Ayesha, or ‘She-who-must-be-obeyed.’ The novella was first serialised in an American magazine, the Graphic,between October 1886 and January 1887. It immediately made its author a household name on bothsides of the Atlantic, and has never been out of print since. We will study its compelling themes ofhuman origins, female power, miscegenation, and the exploitation of African resources in relation toa range of contemporary historical issues including degeneration theory, the rise of the ‘NewWoman,’ and pervasive colonial anxiety in the declining years of the British Empire.122

Year 3 Semester 1 (15 credits) ARCH3028 – Living with the Romans: Urbanism in the Roman Empire (tbc) Model of the City of Rome (courtesy of the Museo della Civiltà Romana)Module Overview“The ancient world was a world of cities” – while not unproblematic, this phrase, famously coined bySir Moses Finley (1977), reflects fascination of modern scholarship with the classical urban boom.Such fascination is easy to understand: Roman cities were more numerous, populous and biggerthan any of their predecessors and will remain unrivalled for centuries to come. In the 1st century ADItaly had around 500 cities, Rome’s estimated population reached 1 million (to be achieved againonly 18 centuries later by London), and the surface area of two public buildings in a modestly-sizedcity of Pompeii equalled that of the walled area of smaller medieval towns.This module introduces you to towns from across Roman world between the 3rd century BC and the6th century AD. Although many may seem and feel like modern towns, they actually worked in quitedifferent ways, a reflection of the fact that ancient Roman society was distinct to our own. You willlearn of the very different ways in which the Romans thought about towns and how they wereorganized. In particular, you will be introduced to the vibrant political and commercial life of townsin the Roman towns and province, and venture out into the countryside surrounding the towns, andlearn something of their links to villages, farms and villas, as well to Rome itself. You will alsodiscover why there were very marked differences between towns in different parts of theMediterranean, north-western Europe, north Africa and the Middle East. Furthermore, this coursewill introduce you to some breath-taking archaeological sites and provide you with a fascinatingglimpse into a key part of our European cultural heritage.Indicative Lecture list  Urbanism before Rome  The City of Rome  Towns in Italy/ Africa and Iberia/ the East/ NW Provinces  Roman Architecture  Urban Art and Inscriptions  Public Space in Roman Towns  Domestic Space in Roman Towns  Towns in Late Antiquity 123

Assessment % Contribution to Final Mark Assessment Method 30 20Individual presentations write-up 1000 words (summative) 50Group project presentations 30 mins (summative)1 x exam (105 mins)Sample SourcesThis module is specifically interdisciplinary, so students will encounter diverse sources such as thefollowing:Historical: ‘The harbors had communication with each other, and a common entrance from the seaseventy feet wide, which could be closed with iron chains. The first port was for merchant vessels,and here were collected all kinds of ships' tackle. Within the second port was an island which,together with the port itself, was enclosed by high embankments. These embankments were full ofshipyards which had capacity for 220 vessels. Above them were magazines for their tackle andfurniture. Two Ionic columns stood in front of each dock, giving the appearance of a continuousportico to both the harbor and the island. On the island was built the admiral's house, from whichthe trumpeter gave signals, the herald delivered orders, and the admiral himself overlookedeverything. The island lay near the entrance to the harbor and rose to a considerable height, so thatthe admiral could observe what was going on at sea, while those who were approaching by watercould not get any clear view of what took place within. Not even the incoming merchants could seethe docks, for a double wall enclosed them, and there were gates by which merchant ships couldpass from the first port to the city without traversing the dockyards. Such was the appearance ofCarthage at that time..’ Appian’s description of the harbour of Carthage (Punic Wars, 14. 96).Iconographic: Relief fragment of Ara Pietatis (altar), showing the frontage of the temple of the Mars Ultor; the relief provides only surviving evidence of the pediment sculpture group Archaeological: Excavated remains of the Roman colony of Timgad, Algeria. 124

Year 3 Semester 1 (15 credits)ARCH3039 – More than Pyramids and Pharaohs? Ancient Egypt (Dr Sonia Zakrzewski)Module OverviewThe module provides an introduction to the history and archaeology of ancient Egypt. The moduleprovides a broad sweep of Egyptian history from the Predynastic through to later periods. It introducesaspects of death, burial and commemoration, compares and contrasts these topics through thedifferent Egyptian time periods, and places them into broader social view. Specific focus is placedupon Abydos and Amarna and their relative importance in the history of Egypt. Comparisons are alsomade between the Egyptological records developed from historical texts and papyri with those derivedfrom other branches of archaeology. In addition, the module locates ancient Egypt within the widerworld – both in terms of the present day and the past, but also in relation to neighbouring geographicareas. The impact and representation of ancient Egypt on the modern world is also considered interms of Egyptianising of architecture, Egyptomania and museum development.Indicative Seminar topics  Egyptian history  Abydos and the earliest Pharaohs  Power and the person  Amarna and the New Kingdom.  Building the city.  Art & Imagery  Funerary space & funerary landscapes  Living with the Dead.  Medicine and Health.  The Egyptian life course, identity and ethnicity.  Egypt & the wider world  Representing Egypt AssessmentAssessment Method Contribution to overall grade2 page handout 40%Educational Resource (Groupwork 50%) and 60%accompanying documentation (Individual 50%)125

Year 3 Semester 1 (15 credits)ARCH3045 – The Archaeology and Anthropology of Adornment (Dr Jo Sofaer)Module OverviewThe impulse to adorn the body is as old as human history. This module explores the extraordinaryvariety of ways in which people have adorned their bodies in a range of archaeological andanthropological contexts, from body painting and tattooing, to the elaborate Yemenite costume andsilver jewellery of the Arabian Peninsula. Teaching and learning will draw on a series of case studiesfrom across the globe in order to explore key themes in the archaeology and anthropology ofadornment including the role of the body in display, the social role of ornamentation and dress, andtechnologies and materials of transformation and adornment. In addition, students will participatein a museum field trip and practical sessions during which they will plan and design an object toornament a body. These activities will facilitate students’ theoretical and practical understandings ofthe relationship between the body and the material culture of adornment.Indicative Seminar Topics- A range of social theory approaches used to understand the archaeology and anthropology of thebody- The role of the body as a surface for display and ways in which the relationship between the bodyand material culture may be played out- The social role of adornment, particularly in relation to the construction and communication ofsocial categories, including age (life-stage), gender, ethnicity, and status- Technologies and equipment associated with bodily transformation and adornment- The range of materials, techniques, and forms of material culture used to adorn the body indifferent cultural contextsAssessmentAssessment Method Contribution to overall gradeOrnament Design (2000 words) 50%Case study Essay (2000 words) 50% 126

Year 3 Semester 1 (15 credits) GERM3016 – Language and the City (Prof. Patrick Stevenson) Multilingual BBQ skip in Monbijou Park, BerlinModule OverviewThis module explores ways of describing and understanding the forms, sources and consequences ofurban multilingualism, focusing on metropolitan cities in Europe but referring also to other citiesaround the world (e.g. Amsterdam, Cape Town, Jerusalem, New York, Sydney, Toronto). We willbegin by discussing key concepts and ideas relating to language and the city, in particularconsidering the relationship between migration and multilingualism. We will then take London andBerlin as examples, tracing their historical development from the perspective of the increasingmobility and linguistic diversity of their populations. You will be encouraged to apply the ideasemerging from this discussion to other urban contexts with which you are familiar – anywhere in theworld. This will be the springboard for the investigation of a number of inter-related themes: local language practices (how people draw on the linguistic resources available to them in their immediate environment in everyday interaction) and mediated language practices (how different linguistic resources are used to transcend local spaces, eg through multilingual broadcasting and the internet); linguistic landscapes (how the presence of multi-ethnic and multilingual populations is inscribed in the physical fabric of the city); and language biographies of migrants in the city (how people with a migration background reflect on their experiences with language in narrating their life stories).NB The module does not focus exclusively on German settings and no knowledge of Germanis required, as all core readings are in English. 127

Assessment % Contribution to Final Mark 30 Assessment Method 202 x blog posts (500 words each)1 x reflective commentary on a blog post written by another 50student (750 words)1 x essay (2,500 words)Sample sourceOur focus is on that particular context of diversification, the city. This is about the movement ofpeople to and within cities (to work, to visit relatives) and the complex and shifting relationships invibrant urban spaces, where people mix, talk, write on walls, commute, create new vernaculars,intermingle, talk on mobiles, eat at restaurants, grab a quick snack of sushi rolls, borrow from eachother’s languages, communicate across social and cultural divides, vote, sleep on park benches, buyclothes, shop for shoes, sell newspapers, sing, ride in taxis, cross busy streets, live and work in andacross communities, ride bikes, attend religious services, study, drink coffee, dream. This is not somuch about how people mobilize their language as an individual capacity, but rather about howurban spaces are produced through activities that are part of this long history. This is the changing,shifting world of the urban landscape, where languages are blended, sorted, created, used for newpurposes, taken up, tossed aside, learned and renewed.Alastair Pennycook & Emi Otsuji (2015) Metrolingualism: Language in the city (London: Routledge), p. 30Pennycook & Otsuji are arguing here that urban multilingualism – metrolingualism – is not just aboutthe presence of speakers of many languages as a defining feature of the city but about the complexand creative ways in which multiple languages are used to define city life or city living. We can seethis on the BBQ skip in Berlin (above) and we can hear it in a school playground in Southampton,where conversations spontaneously and skilfully blend colloquial English with elements of Somali,Punjabi and Polish. These local language practices are ubiquitous features of contemporary urbanlife but they are also visible and audible markers of social change.128

IndexAncientHIST3199/200 - Being Roman: Society and the Individual………………………………………………………………..7HIST3236/37 - Ethiopia………………………………….………………………………………………………………………………..19HIST3170/67 - Rome and Jerusalem………………………………………………………………………………………..…….99ARCH3028 - Living with the Romans: Urbanism in the Roman Empire……………………………………………123ARCH3039 – Egypt…………………………………………………………………………………………………………………………125ARCH3045 – The Archaeology and Anthropology of Adornment……………………………………………………126MedievalHIST3188/89 - War and Society: England at War, c.1300-c.1400………………..……………………………………27HIST3161/64 - Crime and Society in Medieval England………………………………………………………………….. 83Early ModernHIST3042/43 - From Tyranny to Revolution……………………………………………………………………………….…..15HIST3066/67 - The Henrician Reformation 1509-1547 …………………………………………………………………..75Modern/ContempoaryHIST3113/34 - Modern Israel 1948-2007……………………………………………………………………………………......11HIST3054/55 - The Third Reich…………………………………………………………………………………………….…………..23HIST3214/15 – Revolutions in Modern Iran…………………………………………………………………….….……………31HIST3238/31 - Themes in Modern Chinese History………………….……………………………………….…………….35HIST3232/33 - For the Many not the Few: The History of the Labour Party….…………………….…………..39HIST3060/61 - The Holocaust: Policy, Responses and Aftermath…………………………………………………….43HIST3123/24 - Slavery and Freedom in the Caribbean………………………………………………………...............47 129

HIST3036/38 - France under the Nazis……………………………………………………………………………………………..51HIST3069/70 - The Vietnam War in American History and Memory………………………………………………..55HIST3142/46 - Passions and Profits: Wealth, Freedom and Virtue in the age of Adam Smith………….59HIST3171/66 - The Crisis of Austria-Hungary……..…………………………….…………………..………..................63HIST3104/05 - Refugees in the Twentieth Century…………………………………………………………………………..67HIST3234/35 - Political Cultures in Modern Russia………………………………………………………………………..71HIST3203/04 - American Empire……………………………………………………………………………………………………..79HIST3107/08 – The 1947 Partition of India and its Aftermath….…………………………………………………….87HIST3218/9 - Nuclear War and Peace…………………………….……………………………………………………………….91HIST3225/3226 - The Great Exhibition of 1851………………………………………………………………………………..95GERM3016 - Language and the City……………………………………………………………………………………………….127ENGL3056 - Victorian Bestsellers……………………………………………………………………………………………………121ENGL3038 - Inventing America…………………………………………………………………………………………………….119Alternative Histories (span a range of historical periods)HIST3116 - Alternative Histories: Between Private Memory and Public History…………………………...103HIST3132 - Alternative Histories: Conflict, Transformation and Resurgence in Asia………………………105HIST3148 - Cultures of Migration…………………………………………………………………………………………..……..107HIST3187 - Bible and History………………………………………………………………………………………………………...109HIST3220 - Homes and Houses……………………………………………………………………………………………………..111HIST3224 - Alternative Histories: Fascism and the Far Right………………………………………………………….113HIST3230 - Alternative Histories: Ethics of War………………………………………………………………...............115HIST3229 - Alternative Histories: Sweet Charity?..............................................................................117 130